Studying Attrition and Degree Completion Behavior among First-Generation College Students in the United States

By Terry T. Ishitani. 2006

881 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/e6d89beaba969da5e233568e747ada5bdbbfbf8f

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Citations in the corpus

Stress, Coping, and Perceived Academic Goal Progress in First-Generation College Students: The Role of Institutional Supports (2017, background): “Other unique stressors first-generation college students may face include increased work demands, greater family pressures, and increased financial stress (Cutrona, Cole, Colangelo, Assouline, & Russell, 1994; Engle, Bermeo, & O’Brien, 2006; Engle & Tinto, 2008; Ishitani, 2006).”
Academic Advising and First-Generation College Students: A Quantitative Study on Student Retention (2013, background): “…of leaving an institution due to the following attributes noted in the literature: lack of academic preparation, little parental involvement, racial/ ethnic demographics, and socioeconomic status (Ishitani, 2006; Lohfink & Paulsen, 2005; McCarron & Inkelas, 2006; Vuong, BrownWelty, & Tracz, 2010).”
First-generation students: what we ask, what we know and what it means: an international review of the state of research (2013, background): “…e.g. less than high school with high school, high school with some college, some college with bachelor’s degree, or bachelor’s degree with post-baccalaureate degrees (Chen, 2005; Choy, 2001; Ishitani, 2006; Kojaku and Nuñez, 1998; Lee, Sax, Kim, & Hagedorn, 2004; Nuñez & Cuccaro-Alamin, 1998).”
A Critical Cultural Wealth Model of First-Generation and Economically Marginalized College Students’ Academic and Career Development (2020, background): “…FGEM students face, an overemphasis on these barriers and their association to deleterious outcomes such as attrition and low academic performance neglects the fact that approximately three quarters of first-generation students do succeed in college despite structural disadvantage (Ishitani, 2006).”
Parent Support and Stress among First-Generation and Continuing-Generation Female Students during the Transition to College (2011, background): “Results from several studies suggest that first-generation students are at a disadvantage compared to their continuing-generation student counterparts (Ishitani, 2006; Strayhorn, 2006; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996).”
Feeling at Home in College: Fortifying School‐Relevant Selves to Reduce Social Class Disparities in Higher Education (2015, background): “Furthermore, when working-class students are admitted to four-year colleges and universities, their chances of degree completion still lag behind those of their middle-class peers (Chen & Carroll, 2005; Engle & Tinto, 2008; Ishitani, 2003, 2006; Titus, 2006; Warburton, Bugarin, & Nuñez, 2001).”
The Relations of Ethnicity to Female Engineering Students' Educational Experiences and College and Career Plans in an Ethnically Diverse Learning Environment (2008, background): “In fact, Ishitani (2006) states that these students face “profound challenges at each level of educational system” due to lack of parental experience with the educational process (Choy, 2001; Gibbons and Shoffner, 2004), including more difficult transitions to college.”
Doctoral Student Attrition in the Stem Fields: An Exploratory Event History Analysis (2009, background): “While used only recently within the study of higher education to study attrition at the undergraduate level (DesJardins, McCall, Ahlburg, & Moye, 2002; Ishitani, 2006; Murtaugh, Burns, & Schuster, 1999), event history analysis is best used for attrition studies as it “considers the timing as well as”
Predictors of Imposter Phenomenon among Talented Ethnic Minority Undergraduate Students (2015, neutral): “…first-generation students often face additional challenges that their non–first-generation counterparts do not experience or experience to a lesser extent, which can lead to a longer-time to degree completion (Bui, 2002; Ishitani, 2006) and lower academic aspirations (Terenzini et al., 1996).”
Debt and Graduation from American Universities (2012, background): “Other studies suggest that debt increases the likelihood of dropping out and often delays college completion, especially for the most disadvantaged students (Ishitani 2006).”
First-Generation and Continuing-Generation College Students: A Comparison of High School and Postsecondary Experiences. Stats in Brief. NCES 2018-009. (2017, methodology): “3 Consistent with prior research, in this brief, first-generation college students are defined as students whose parents both have had no postsecondary education experience and have a high school education or a lower level of educational attainment (Ishitani 2006; Chen 2005).”
How Do Transfers Survive after “Transfer Shock”? A Longitudinal Study of Transfer Student Departure at a Four-Year Institution (2008, methodology): “While a handful of studies have addressed educational issues using event history modeling (DesJardins et al. 1999; Ishitani 2003, 2006; Ishitani and DesJardins 2002; McLendon et al. 2006; Murtaugh et al. 1999), the examination of the departure behavior of transfer students at a four-year instituti”
Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students (2011, background): “In addition, Ishitani (2006) reported that student participation in loan programs and work-study can have varied effects on college persistence and time to degree.”
First-Generation Undergraduate Students and the Impacts of the First Year of College: Additional Evidence (2012, neutral): “, Chen & Carroll, 2005; Dennis, Phinney, & Ivey-Chuateco, 2005; Ting, 2003), and (c) persistence and retention (e.g., Duggan, 2001; Harrell & Forney, 2003; Ishitani, 2006; Martin Lohfink & Paulsen, 2005; Rendon, 1995; Somers, Woodhouse, & Cofer, 2004; Warburton & Carroll, 2001).”